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The Construction of Causal Schemes: A Cognitive Analysis with a Dialectical Point

written by
Andrea A. diSessa

This paper sketches a careful analysis of an exceptional classroom event where students develop, without explicit instruction, a model equivalent to Newton's thermal law as a composition of intuitive knowledge elements. Lessons about how social (cultural, discursive, situated, etc.) and cognitive perspectives may interact are put forward.

Physics Education Research Conference 2009
Part of the PER Conference Invited Paper series
Ann Arbor, Michigan:
July 29-30, 2009
Volume 1179, Pages 11-14

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